Abstract

In this work, we investigate whether gender differences are present in the iClicker student response system during introductory physicslectures in an engaged environment. We find that men and women are equally likely to respond to questions correctly and in the same amount of time. We also find that both genders make use of multiple responses in the same timescale, however, the average number of responses for a given question is significantly higher for men than women. Upon analyzing these responses, we also find men are slightly more likely than women to change their response, while the response base station is open. Both genders benefit from peer instruction by answering more quickly and correctly. The connection between previously documented timescale differences, differences in ungraded responses, and their implications for the classroom environment are discussed.

Received 21 May 2012Accepted 13 December 2012Published online 19 February 2013

Acknowledgments:

The authors would like to thank the Center for the Integration of Research Teaching and Learning (CIRTL) Steering Committee for funding this project via the Future Academic Scholars in Teaching (FAST) fellowship, and for their helpful discussions concerning this project. BWO was funded in part by the MSU Lilly Teaching Fellows Program. The authors are grateful for the thoughts and ideas of Elizabeth Gire, Cori-Fata Hartley, Gerd Kortemeyer, J. T. Laverty, Elizabeth Simmons, Ryan Sweeder, and those present at the 3rd CIRTL Forum. The authors also thank two anonymous referees for their useful comments on our manuscript.